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Davis, Daniel F. – 1972
A model is used to provide a framework for secondary teachers of intercultural studies who wish to compare and contrast developing nations and, further, to identify characteristics of the nature of the society to determine the nations' modernity. Although C. E. Black's model is general, i.e. it applies to all countries, the author applies this…
Descriptors: Asian History, Asian Studies, Comparative Analysis, Cross Cultural Studies

Kan, Flora; Vickers, Edward – Comparative Education, 2002
The history curriculum in Hong Kong schools is unique in having separate subjects--history and Chinese history--with distinct content, pedagogy, and assumptions about the discipline of history. In contrast to conventional theories of colonial education, this may have been a mutually convenient collaboration between the government and local…
Descriptors: Colonialism, Educational Practices, Foreign Countries, Government School Relationship
Seiferth, Berniece B; And Others – 1984
Learning to appreciate religious art and to understand the interdependence of history and art are basic to the foundations of culture. Students need to be exposed to the art of the diverse adherents of all major religions in order to understand the beliefs and practices of others. Students can examine religious art from ancient times, including…
Descriptors: Art Education, Art History, Cultural Awareness, Higher Education

Gross, Richard E. – Social Studies Review, 1992
Discusses treatment of the United States in Chinese textbooks. Focuses on a world history text and a political economics text for high school seniors. Reports that the Chinese texts present the United States as an imperialistic bastion of capitalism. Suggests that a more balanced presentation is necessary to prepare students for the global era.…
Descriptors: Cultural Awareness, Elementary Secondary Education, Foreign Countries, History Instruction

Doyle, Deborah – Social Education, 1991
Reports an individual's observations during a trip to China. Argues that the U.S. government and students must learn to understand and appreciate China because of its large population, market potential, and position among major world powers. Discusses personal impressions, the protesters at Tiananmen Square and elsewhere, and reactions to…
Descriptors: Activism, Chinese Culture, Communism, Cultural Awareness

Conner, Mary E. – Social Studies Review, 1998
Contends that regional studies, such as Asian studies, can engage students more actively than a traditional global approach to world history. Delineates the author's objectives in teaching a course in Asian studies. Outlines the subjects covered in the course's units on China, Japan, and Korea. (DSK)
Descriptors: Asian History, Asian Studies, Curriculum Design, Curriculum Development
Jones, Alisa – International Journal of Educational Research, 2002
In post-Mao China, wide-ranging reform programmes have affected almost every sphere of life. History education has been no exception, and in addition to attempts to revise teaching, learning and assessment methods, there have been preliminary forays into textbook pluralism and gradual devolution of curriculum development. History education…
Descriptors: Curriculum Development, Educational Change, Foreign Countries, Methods

Wills, John E., Jr. – History Teacher, 1992
Describes the development of a college-level Chinese history course based on the biographies of notable Chinese. Suggests story telling to make history more understandable and authentic. Argues that narrative can provide an open window for the study of any society. (CFR)
Descriptors: Anthropology, Biographies, Chinese Culture, Culture
Palumbo, Joseph – 1992
This document is a collection of lessons for teaching a unit on ancient Chinese history. The unit focuses on a specific dramatic moment in history from which students can explore the deeper meanings of selected landmark events and their wider context in the great historical narrative. Continuing narrative provides the contest in which the dramatic…
Descriptors: Asian History, Chinese Culture, Confucianism, Foreign Countries
Lorantas, Raymond – 1983
Use of symbolic figures in the college level world history course can provide a vehicle for studying social organization, political movements, and economic institutions of a given period. For example, Zhou Enlai, an activist and leader throughout much of the 20th century, symbolizes the major themes and forces of this era: change,…
Descriptors: Asian Studies, Biographies, Chinese Culture, Higher Education
Turner, Thomas – Georgia Social Science Journal, 1992
Offers ideas for teaching children about China. Includes suggestions dealing with geography, philosophy, history, and diet. Recommends means of bringing the topics to life through games, class discussion, role playing, and other activities. (SG)
Descriptors: Confucianism, Educational Games, Foreign Countries, Geography Instruction
Liu, Meihui; Hung, Li-Ching – International Journal of Educational Research, 2002
As a result of Taiwan's peculiar political situation, national identity has become a crucial and controversial issue in the history curriculum. This chapter analyzes the changing role of nationalism in the history curriculum from 1980 onwards, focusing on the ways in which politics has affected the history curriculum. In particular, it examines…
Descriptors: Junior High Schools, Nationalism, Textbooks, Foreign Countries
Meisler, Susan; Wakefield, David – 1991
This unit begins by examining the problem of rural poverty in China in the 1940s. A variety of solutions attempted by the Chinese government between the mid 1940s and the present all aimed at the improvement of peasant living standards in the countryside. Because 80 percent of China's people are peasants, the Chinese Communist party saw the…
Descriptors: Asian History, Foreign Countries, Grade 10, Grade 7
Defense Language Inst., Monterey, CA. – 1965
This is the eleventh of 16 volumes of audiolingual classroom instruction in Mandarin Chinese. The course is designed to train native English speakers to Level 3 Foreign Service Institute proficiency in comprehension and speaking, and to Level 2 proficiency in reading and writing Mandarin. Facility in reading, writing, and translating texts written…
Descriptors: Audiolingual Methods, Dialogs (Language), History Instruction, Ideography
Perialas, Stephen – 1972
This secondary level curriculum guide provides a program and identifies materials for the study of the history and culture of China and Japan. The purpose of the course is to provide exercises that require students to research, question, analyze, synthesize, and evaluate historical data. Each lesson contains behavior and content objectives,…
Descriptors: Area Studies, Asian History, Asian Studies, Cross Cultural Studies